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Employing VisualMetaphors

P r o f e s s o r J i l l i a n H a m i l t o n

to enable academic leadershipdevelopment

Learning Leaders in Higher Education Conference, Melbourne,2019

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Visual metaphors evoke meaningM e t a p h o r s t o E v o k e

Metaphors are a potent cultural device. We are highly proficient at encoding and decoding signs,signifers and signifieds (semiotics) in promotion, information design, and logos (Barthes).

Engaging Students in Learning

Student Success andSupport for Learning

Orientation

Teaching in an

Australian Context

FOUNDATIONS OF RESEARCH

Foundations of Research

RESEARCH QUALITY AND IMPACT

ACADEMICSUCCESS

EFFECTIVE COMMUNICATION

Conducting a Needs Analysis

Presentation help and preparation

Effective Communication in Face-to-Face Contexts

Effective Communication in Blended Learning

Scholarship of Learning and

Teaching Research

Scholarly Project Implementation

LTU Online Course Design Modules

Sharing and Reviewing Outcomes

Producing and Publishing Video Resources

E-Learning: Implementation

As Learning Contexts

Models and Examples and Developing environments

GradCertAcadPracFellow of the Higher Education Academy (FHEA)

Graduate Certificate in Academic Practice

Teaching Philosophy,

HEA Professional Standards

Assessment, Feedback,and Marking

Reflective Practice in Academic Contexts

IZN001: Unit Equivalence on Academic TranscriptAssociate Fellow of the Higher Education Academy (AFHEA)

LEADERSHIP AND CAREER SUCCESS

eLS: QUT Blackboard Commence

eLS: QUT Blackboard Access

eLS: DIY Skills

eLS: Moving Online

eLS: QUT Blackboard: GradeCentre Advanced

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CURRICULUMDESIGN

Pedegogies and Structures for Learning

Creating Unit Outlines

LEARNINGENVIR

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Assessment Presentations

OREI: Authorship and Publication modules

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Introduction to Learning andTeaching at QUT

Student Success andSupport for Learning AND

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Orientation

Assessment, Feedback,and Marking as LearningExperiences

JITER 1

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FOUNDATIONS OF LEARNING

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Scholarship of Learning and

Teaching Research

Writing up

IZN004 > SCHOLARLY LEARNING AND TEACHING PROJECT

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Reserach Abstracts, Aims and Objectives

From Draft to Writing up

Research Methods, Data Collection and Analysis

IZN002: Curriculum Design and Assessment in Contemporary Learning Environments

Recognition

Assessment

Optional workshops

IZN001: Principles and Practices of University Learning and T eaching

IZN003: Research and Career Planning and Development

IZN004: Scholarly Learning and Teaching project

Sessional Modular Pathway

GCAP UNITS

Additonal offerings

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Blake Cheek Zoltan Tasi Dmitrij Paskevic Unsplash

A myriad of metaphors for leadershipM e t a p h o r s t o E x p l a i n

Metaphors serve to elucidate the attributes, aspects, and goals of leadership.Thirteenth century: leadership as “a lamp, lifeboat or ladder”. [Rumi]

GoaShape

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https://approachableleadership.com/leadership-quotes/

A myriad of metaphors for styles of leadershipM e t a p h o r s t o E x p l a i n

Contemporary leadership theory: myriad of metaphors to explain the complex,evolving concept of leadership [Gardiner, 2006].

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Metaphors to frame actionM e t a p h o r s t o E x p l a i n

Contemporary leadership courses employ metaphors to explain and to associate concepts

NEELI , 2018 Harvard, 2018Phuel, 2019

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Metaphors can explain process and practiceM e t a p h o r s t o G u i d e

Academic writing: Visual metaphors can help explain abstract concepts in ways that reveal depth andnuance

SignpostsArmatures Warps and

wefts

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Metaphors as an evocative catalyst for activitiesM e t a p h o r s t o I n s p i r e

Poetry tree - the concept of community, the gift (receiving andgiving)

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Moving beyond metaphors to explain concepts- Towards harnessing metaphors to elicit values

M e t a p h o r s t o E x p l a i n

Contemporary leadership courses employ metaphors to bring insights to the fore

HEA, 2019 CAULLT, 2018, 2019

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https://approachableleadership.com/leadership-quotes/.theinspiringjournal.com/50-best-quotes-on-leadership/leadership-quote/

Metaphors and MeM e t a p h o r s t o I d e n t i f y

Taking early career academics shopping.

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https://padlet.com/sian_vaughan/metaphors_images

Eliciting metaphors for research: metaphors as associationM e t a p h o r s t o A s s o c i a t e

Sian Vaughan, Evonne Miller: Relationships between PHD supervisors and theirstudents

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Jez Timms James Woods Unsplash

Metaphors to initiate dialogueM e t a p h o r s t o D i s c u s s

AUT Supervision seminar: taking the metaphors we use into discussion about challenges and supervisionpractices: Why? “The best academic development is talking things through” Hamilton and Carson,

2013

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Metaphors as methodLEGO® SERIOUS PLAY® methodology

Designed to enhance innovation and businessperformance.(Profs Johan Roos and Bart Victor, IMD, Switzerland,1996 )

A trained facilitator leads participants through a‘problem-solving process through a series ofquestions, probing deeper and deeper into thesubject’.

Utilizing visual, auditory and kinesthetic skills, itstimulates creative thinking, group discussion,knowledge sharing, problem solving and decisionmaking.

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Metaphors as a catalyst for a methodM e t a p h o r s t o t a p i n t o t a c i t k n o w l e d g e

Kaos Pilots Masterclass process to develop a Learning Innovation and Impact Lab

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Metaphors as catalyst for a methodM e t a p h o r s t o t a p i n t o t a c i t k n o w l e d g e

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What aresome of themetaphorsyou use todescribe

assessment?

freestocks.org Unsplash

Metaphors to create valueM e t a p h o r s t o E x p l a i n

DFAT funded Australia Awards Course for Curriculum Design LeadersHà Nội, Việt Nam: Thai Nguyen University, Thai Nguyen University; Tay BacUniversity

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Metaphors to develop valueM e t a p h o r s t o E x p l a i n

DFAT funded Australia Awards Course for Curriculum Design LeadersHà Nội, Việt Nam: Thai Nguyen University, Thai Nguyen University; Tay BacUniversity

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Mediums: film, photography, drawing, painting, sculpture

Photovoice / picturevoice/ photo novella Caroline Wang, Mary AnnBurris, 1992) Paintvoice (Michael Yonas) comicvoice (John Baird, 2008)

First used to to empower silenced rural women in Yunnan Province,China to influence the policies and programs affecting them.

Refugees, homeless, community health, children and youth(Community and international development, public health,and education)

Enables participants to reflect reality in their own voice, highlightimportant aspects of lived experience otherwise overlooked; bring newinsights and perspectives to individual's needs, social issues, barriersand desires.

Narratives promote dialogue, mobilize and help in developingsolutions.

Participatory visual methodologiescreative methods) Qualitative research

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Metaphors for authentic cultural voicesM e t a p h o r s t o I m a g i n e

Difference – here for reflexivity (reflection in and on action)Curriculum design Leaders, Multimedia and Design, Universiti Tunku Abdul Rahman, KL, Malaysia

Course Learning outcomes, exams.

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culture, knowledge, skills,communication

Tree with strong roots

continuous learning, timemanagement, discipline

Aiming for the sun

Bear fruit, housebees, shade the boy

independent, team player,socially responsible

Co-exist with living things

facing obstacles withresilience

Top right branch cut

creative problem solving,determination

Seek alternatives,grow

Our aspiration for our studentsF u t u r e f o c u s e d

Yuen May Chan, Wang Chain Khiang, Tan Hwei Ping (Clare) ,Mohd Azri Ahmad, Universiti Tunku Abdul Rahman, KL, Malaysia

contribute to society, besustainable.

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future focused, energisedRocket, Propulsion

technically proficientID, AI, A+, PS

Plant

innovation

Insightful, timemanagers

Camera, clock

embracing diversityHeart, group ofpeople

Our aspiration for our studentsF u t u r e f o c u s e d

Yang Suk Lanm, Lee Lih Su, Liong Mei YinUniversiti Tunku Abdul Rahman, KL, Malaysia

nurturing of self andenvironment

Light bulb

21Benefits of metaphors as methodEnables participants to build a representational model -elementshave implicit (authentic) meaning, then connect ideas anddescribe them through narrative (story-making andstorytelling).

For individuals:• brings tacit knowledge to the surface• taps into affective dimensions and creative thinking• over-rides the ‘rational’, and rote learning• fosters reflection- sharpens insights, deepens

understanding• brings new ways of looking at things• connects concepts• enables new solutions and ways of thinking• enables authenticity of voice

For the group:• gives voice to the reticent and the voiceless• see things through the eyes of colleagues• creates play-based energy• fosters dialogue from curiosity• different answers - negotiated understanding (Bakhtin

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References:

Vaughan, S and Miller E. [2009]. Metaphors and images as tools in doctoral supervision, SRHEInternational Conference on Research into Higher Education, Wales

Lee, A and Green, B., Supervision as metaphor, Studies in Higher Education , Volume 34. Issue 6.

Gardiner, J. J. [2006]. Transactional, Transformational, and Transcendent Leadership: MetaphorsMapping the Evolution of the Theory and Practice of Governance, Kravis Leadership InstituteLeadership Review, Vol. 6. pp. 62-76.

Hamilton, J., Carson, S.J., & Ellison, E. [2013] 12 principles for the effective supervision of creativepractice higher research degrees, dispatches from the field, Australian Government, Office of Learningand Teaching, Sydney, Australia.

Freire, P. [1970] Pedagogy of the Oppressed. New York: Continuum.

LEGO® SERIOUS PLAY® https://www.lego.com/en-us/seriousplay